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1

NÁVŠTEVA MÚZEA V DIDAKTIKE STREDNEJ ŠKOLY (POHĽAD STREDOŠKOLSKÉHO UČITEĽA)

100%
Mezeiová A.
Muzeológia a kultúrne dedičstvo
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2013
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vol. 1
|
issue 1
65 – 74
EN
The author highlights the core competencies from secondary school curricula which can be developed further by the visit of museum. We are introduced to non-traditional methods and ways of education that visiting museum can provide and distinguishes the difference between working at a school and a museum. It focuses on the close cooperation between the museum and the school teacher and the need to develop methodology and worksheets for activities at the museum.
2

PROBLÉMOVÉ UŽÍVANIE ALKOHOLU U STREDOŠKOLSKEJ MLÁDEŽE A VÝZNAM PREVENCIE

100%
Tůma J., Meixner I., Tůmová A.
Sociálno-zdravotnícke spektrum
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2016
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vol. 4
|
issue 1
-
EN
This article deals with characterize the particular risk of alcohol abuse among secondary school youth, and then will focus on the issue of prevention, which is related to it. Drinking alcohol during adolescence man brings with it risks and even experimenting with alcohol on a single occasion adolescent can cause problems. It's caused by the growing person still it grows and develops. Body, mind and emotions adolescents still undergoing maturation, and thus are characterized by sensitivity to the immediate effects of alcohol. The work is divided into four chapters. The first chapter focuses on the issue of alcohol consumption among secondary school youth, where we pay risky activities that are associated specifically with alcohol consumption among young people.
3

IS BEING DIFFERENT AND THE SAME? THE PARADOXES OF ‘TAILORING’ IN EDUCATION QUASI - MARKETS

86%
Savage G. C.
Pedagogický časopis (Journal of Pedagogy)
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2012
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vol. 3
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issue 2
279 – 302
EN
In Australia, market-based education policies promote the notion that government schools should flexibly tailor secondary education to the needs of young people and their local communities. Far from offering a “one size fits all” system, policies seek to enable clients (parents, students) to exercise freedom of choice in quasi-markets that offer different educational products to different individuals. The intended effect is a kind of bespoke education tailoring, whereby schools operate as flexible service providers, adapting to the needs and desires of local markets. In this paper, the author analyses the policy turn towards market tailoring as part of broader shifts towards advanced liberal governance in education. Following this, the author features interviews with educators in two socially disparate government secondary schools in the Australian city of Melbourne. In doing so, the author analyses the extent to which each school tailors its marketing practices to its local community. These interviews suggest inherent contradictions emerge when tailoring is attempted in a hierarchical market with normative and rigid indicators of ‘brand value’. Schools are caught between paradoxical demands, requiring them to be simultaneously different and the same.
4

PRODUCTION OF PRESENT AND ABSENT PRESENCES IN EDUCATION

86%
Frelin A., Grannäs J.
Pedagogický časopis (Journal of Pedagogy)
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2013
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vol. 4
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issue 2
139 – 161
EN
Drawing on the distinction between absent and present presences, this article contributes to our understanding of how new managerial and performative discourses are played out in a secondary school context in Sweden. The consequences of numerous educational reforms during the last 20 years include a surge of new independent schools and increased segregation between students due to individual school choice. Following international trends, a yearly national municipal school ranking is published, drawing much attention both in the media and on the policy level, intensifying pressure for results at the municipal level. A case study was conducted in one bottom-ranked Swedish secondary school over the 2012-13 school years, focusing on how relationships between students and staff were negotiated in informal spaces and places. The results illustrate how absent presences and present presences are produced in the practice of schooling. The present presences were publication of results, raising merit scores and grading pressure, and the absent presences were the role of the media in the self-image of schools, increased workload for teachers, the misuse of statistical data and demoralization and determination. The results contribute to the understanding of a) the challenges that teachers and schools are faced with as a consequence of the new managerial and performative discourses in educational settings, and b) the means they draw on to face and resist them in their everyday practices.
5

EDUCATION AS A SPECTRAL TECHNOLOGY: CORPORATE CULTURE AT WORK IN ONTARIO'S SCHOOLS

86%
Martin S. M.
Pedagogický časopis (Journal of Pedagogy)
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2012
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vol. 3
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issue 2
263 – 278
EN
This paper addresses the sweeping neoliberal reforms implemented in Ontario’s schools in 2000, and conceptualises them within the terms of ‘millennial capitalism’ (Comaroff & Comaroff, 2000). A close reading of secondary school curriculum documents and the umbrella policies that shape education from ages 5 to 18 years reveals how students are groomed to identify themselves as workers under construction. This is accomplished by mandating career education that defines lived experience as a ‘career’, articulates an identity for students as workers/producers, and dictates a direct relationship between education and the health of the economy. For students the professed advantages of millennial capitalism come from freedom and choice to navigate a post-secondary future in an abstract market that rewards those who respond to its highs and lows. Despite the drop-out ‘crisis’ that followed the initial reforms, and the next government’s efforts to remediate the damage done, ultimately corporatist/careerist mantras continue to haunt classrooms, shape education, and its aims and goals in Ontario. The analysis offered in this paper aims to help us better understand the resilience of the neoliberal agenda in the current global economic ‘crisis’, in light of on-going calls for ‘value-for-money’ in delivering public services and overall competitiveness. Ontario’s education system has a reputation internationally as a high-level performer; this positioning in light of the anomalies presented by its policy and curriculum serves as a cautionary tale to countries that connect growth in GDP with the results of its children and youth on standardised tests. Further, it reveals the disparity between statistics at the macro level and life at the level of the classroom.
6
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WHY WILL ELITE SCHOOLS NOT DISAPPEAR? ON THE INDELIBILITY OF SOCIAL INEQUALITIES IN EDUCATION (Dlaczego elitarne szkoly nie znikna? O nieusuwalnosci nierównosci spolecznych w edukacji)

86%
Mikiewicz P.
Rocznik Lubuski
|
2008
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vol. 34
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issue 1
13-25
EN
Contemporary Polish education faces a rapid change connected with the expansion of schooling on the secondary and the tertiary level. Right after this process there arises an illusion of democratic schooling. Secondary schools, till these days perceived as a pathway to university as well as elite professional and social positions, are open for pupils from the entire social spectrum. Looking at the social composition of secondary schools it seems that the community of this type of schools reflects social structure. Similarly, tertiary education is not any more the level for 'the chosen'. Every graduate from secondary school with 'matura' (secondary school-leaving examination) can enrol in one of over 400 higher-education institutions. Education has changed its function. Neither 'matura' nor a university diploma is any more a credential which opens the way to elite social positions. Do we really have democratic schooling in Poland? A closer look at the structure of secondary education shows that such a belief is a naive one. Secondary schools differ - next to those gathering students with outstanding results and originating from a high social status we can find schools dealing with pupils with a very low competence and from a rather low social background. The same is observed on the tertiary level. In the area of a seemingly democratic secondary education we can notice trajectories of a different social origin and destination. The elitism of certain pathways does not disappear. This paper is an attempt to answer the question of the mechanism of the indelibility of social inequalities in education by focusing the attention on the processes of social closure and the usage of social capital by families. Taking as a starting point the concept of Max Weber and Pierre Bourdieu, the author tries to show how middle-class families deploy strategies of social segregation and closure to facilitate better circumstances of schooling and a better social future for their children.
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